Abstract
Abstract In this review of the literature regarding English for Academic Purposes (EAP) teacher development, we focus on empirical studies of pedagogical initiatives, research potential, and the cognitive status of practicing EAP instructors. A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review. Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field. We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.
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